Paedagogie

Articles

Exploring Native Speakerism to Improve EFL Students' English Language Skills

Wulida Wahidatul Masruria , Zahra Kholifia Annisa

Published
16 February 2026

Vol. 21 No. 1 (2026)
Pages 329-240

DOI

Open Access
Share

Abstract

English has become the most widely spoken language among speakers of various languages all over the world (Wang & Fang, 2020). Therefore, the annual increase in individuals acquiring English is 12 (Schreiber, 2019). In recent years, native English teachers have been prioritized in English education in Indonesia (Zhang & Solarz, 2022) because of the language authenticity in the classroom. The concept of "native speakerism" indicates that native English teachers are the ideal teachers in language education (Holliday, 2006), while non-native English teachers are the least ideal English teachers. The purpose of this study is to analyze students' proficiency in NEST and NNEST classes, as well as to investigate their motivation and teacher preferences. The study comprised 50 eleventh-grade EFL learners from two courses at a high school in East Indonesia. A mixed method was used to complete the study. These included finding the average test scores before and after the study. The results were compared using paired sample t-tests and semi-structured interviews. The objective was to ascertain whether this method could enhance students' motivation and preferences for English skills. The findings revealed that students instructed by native English teachers excelled in speaking competencies, whereas those educated by non-native English teachers performed better in written abilities, especially grammar. The purpose of this study is to raise awareness of "native speakerism" among students and teachers, and it provides various research implications for enhancing English instruction and student learning.

Keywords

NEST; NNEST; EFL students' proficiency; EFL students’ motivation; EFL students’ preference; Nativespeakerism

References

  1. Adara, R. A. (2019). The Differences In Students’ Attitudes And Perceptions Of NEST And NNEST. Leksika: Jurnal Bahasa, Sastra Dan Pengajarannya, 13(2), 72–81. Https://Doi.Org/10.30595/Lks.V13i2.4654
  2. Al Roomy, M. (2022). Examining Students’ English Achievements Taught By Native Versus Non-Native English Teachers. Theory And Practice In Language Studies, 12(8), 1641–1647. Https://Doi.Org/10.17507/Tpls.1208.22
  3. Armstrong, K., & Yetter-Vassot, K. (1994). Transforming Teaching Through Technology. Foreign Language Annals, 27(4), 475–486. Https://Doi.Org/10.1111/J.1944-9720.1994.TB01225.X
  4. Chau, M. H., Lie, A., Zhu, C., & Jacobs, G. M. (2022). On Global Englishes, Translanguaging, And The Educational Challenge Of Celebrating Students’ Capacity For Communication. TESL-EJ, 26(3). Https://Doi.Org/10.55593/Ej.26103a20
  5. Colwell, J., & Hutchison, A. (2015). Supporting Teachers In Integrating Digital Technology Into Language Arts Instruction To Promote Literacy. Journal Of Digital Learning In Teacher Education, 31(2), 56–63. Https://Doi.Org/10.1080/21532974.2014.991813
  6. Davydova, J. (2024). EFL Adolescents’ Use Of English In The Era Of New Digital Media: An Empirical Investigation. International Journal Of Applied Linguistics. Https://Doi.Org/10.1111/Ijal.12649
  7. Fuangkarn, K., & Rimkeeratikul, S. (2020). An Observational Study On The Effects Of Native English-Speaking Teachers And Non- Native English-Speaking Teachers On Students’ English Proficiency And Perceptions. Arab World English Journal, 11(3), 241–259. Https://Dx.Doi.Org/10.24093/Awej/Vol11no3.15
  8. Ghane, M. H., & Razmi, M. H. (2023). Exploring The Effectiveness Of Native And Non-Native English Teachers On EFL Learners’ Accuracy, Fluency, And Complexity In Speaking. Education Research International, 2023, 1–8. Https://Doi.Org/10.1155/2023/4011255
  9. Glas, K., Catalán, E., Donner, M., & Donoso, C. (2021). Designing And Providing Inclusive ELT Materials In Times Of The Global Pandemic: A Chilean Experience. Innovation In Language Learning And Teaching, 1–16. Https://Doi.Org/10.1080/17501229.2021.1940187
  10. Harsanti, H. R., & Manara, C. (2021). “I Have To Teach The ‘English’ Englishâ€: Native-Speakerism Ideology Among The English Teachers. Indonesian Journal Of Applied Linguistics, 11(2). Https://Doi.Org/10.17509/Ijal.V11i2.26379
  11. Holliday, A. (2006). Native-Speakerism. ELT Journal, 60(4), 385–387. Https://Doi.Org/10.1093/Elt/Ccl030
  12. Holliday, A. (2018). Nativeâ€Speakerism. The TESOL Encyclopedia Of English Language Teaching, 1–7. Https://Doi.Org/10.1002/9781118784235.Eelt0027
  13. Jiang, L., & Jiang, L. (2017). The Affordances Of Digital Multimodal Composing For EFL Learning. Elt Journal, 71(4), 413–422. Https://Doi.Org/10.1093/ELT/CCW098
  14. Kessler, G. (2013). Teaching ESL/EFL In A World Of Social Media, Mashâ€Ups, And Hyperâ€Collaboration. TESOL Journal, 4(4), 615–632. Https://Doi.Org/10.1002/TESJ.106
  15. Kun, W., & Ke, I. (2009). Haunting Native Speakerism? Students’ Perceptions Toward Native Speaking English Teachers. English Language Teaching, 2(3). Https://Doi.Org/10.5539/Elt.V2n3p44
  16. Lin, T., Wang, L., & Wang, M. Y. (2018). Diverse Interpretations On Nativeness But Unanimous Subscription To Native-Speakerism : Identity Of Future Non-Native English Teachers In Taiwan. The Journal Of Asia TEFL, 15(3), 603–617. Https://Doi.Org/10.18823/Asiatefl.2018.15.3.3.603
  17. Panaligan, J. H., & Curran, N. M. (2022). “We Are Cheaper, So They Hire Usâ€: Discounted Nativeness In Online English Teaching. Journal Of Sociolinguistics, 26(2), 246–264. Https://Doi.Org/10.1111/Josl.12543
  18. Rahmawati, L., Bachri, B. S., & Maureen, I. Y. (2024). Pengaruh E-Modul Interaktif Terhadap Motivasi Siswa Dalam Pembelajaran: Kajian Literatur. Paedagogie, 20(2). Https://Doi.Org/10.31603/Paedagogie.V20i2.14025
  19. Razmi, M. H. (2023). Exploring The Effectiveness Of Native And Non-Native English Teachers On EFL Learners’ Accuracy, Fluency, And Complexity In Speaking. Education Research International, 2023, 1–8. Https://Doi.Org/10.1155/2023/4011255
  20. Reinhardt, J. (2018). Social Media In Second And Foreign Language Teaching And Learning: Blogs, Wikis, And Social Networking. Language Teaching, 52(1), 1–39. Https://Doi.Org/10.1017/S0261444818000356
  21. Rezai, A., Soyoof, A., & Reynolds, B. L. (2024). Informal Digital Learning Of English And EFL Teachers’ Job Engagement: Exploring The Mediating Role Of Technological Pedagogical Content Knowledge And Digital Competence. System. Https://Doi.Org/10.1016/J.System.2024.103276
  22. Ruecker, T., & Ives, L. (2014). White Native English Speakers Needed: The Rhetorical Construction Of Privilege In Online Teacher Recruitment Spaces. TESOL Quarterly, 49(4), 733–756. Https://Doi.Org/10.1002/Tesq.195
  23. Schreiber, B. R. (2019). “More Like Youâ€: Disrupting Native Speakerism Through A Multimodal Online Intercultural Exchange. TESOL Quarterly, 53(4), 1115–1138. Https://Doi.Org/10.1002/Tesq.534
  24. Selvi, A. F., Yazan, B., & Mahboob, A. (2023). Research On “Native†And “Non-Native†English-Speaking Teachers: Past Developments, Current Status, And Future Directions. Language Teaching. Https://Doi.Org/10.1017/S0261444823000137
  25. Sihombing, T. H. (2022). Questioning The Dominance Of Native-English Teachers In The ELT Profession. 14(1), 179. Https://Doi.Org/10.36841/Pioneer.V14i1.1680
  26. Siqueira, S. (2020). ELF With EFL: What Is Still Needed For This Integration To Happen? Elt Journal, 74(4), 377–386. Https://Doi.Org/10.1093/ELT/CCAA038
  27. The Editors Of Encyclopaedia Britannica. (2013, October 17). Malay Archipelago | Islands Of Southeast Asia, Indonesia & Malaysia. Encyclopedia Britannica. Https://Www.Britannica.Com/Place/Malay-Archipelago
  28. Ugahara, U., & Suryani, S. (2023). The Impact Of Native Speakerism On The Identity Construction Of ‘English Teacher As An English Speaker’: Voices From Indonesia. Jurnal Dedikasi Pendidikan/Dedikasi: Jurnal Pendidikan Dan Keguruan Universitas Abulyatama, 7(2), 733–744. Https://Doi.Org/10.30601/Dedikasi.V7i2.4069
  29. Walkinshaw, I., & Oanh, D. H. (2014). Native And Non-Native English Language Teachers. SAGE Open, 4(2), 215824401453445. Https://Doi.Org/10.1177/2158244014534451
  30. Wang, L., & Fang, F. (2020). Native-Speakerism Policy In English Language Teaching Revisited: Chinese University Teachers’ And Students’ Attitudes Towards Native And Non-Native English-Speaking Teachers. Cogent Education, 7(1). Https://Doi.Org/10.1080/2331186x.2020.1778374
  31. Yassin, B., & Abugohar, M. A. (2024). Investigating Users’ Perspectives Of Using Zoom For ELT: A Teaching–Learning Lens. International Journal Of English Language And Literature Studies, 13(3), 492–511. Https://Doi.Org/10.55493/5019.V13i3.5197
  32. Zhang, L. (2013). Mobile Phone Technology Engagement In The EFL Classroom. International Conference On Software Engineering, 171–174. Https://Doi.Org/10.2991/ICSECS-13.2013.37
  33. Zhang, Y., & Solarz, D. A. (2022). Advantages And Disadvantages Of Native And Nonnative English-Speaking Teachers. Journal Of Student Research, 11(2). Https://Doi.Org/10.47611/Jsrhs.V11i2.2624
Article Metrics
135
Views
48
Downloads

SCITE

DIMENSIONS

Publication Information
Published 16 February 2026
Section Articles
Copyright Copyright (c) 2026 Paedagogie
Keywords
  • NEST
  • NNEST
  • EFL students' proficiency
  • EFL students’ motivation
  • EFL students’ preference
  • Nativespeakerism